NAVY MIL-HDBK-29612-5-2001 ADVANCED DISTRIBUTED LEARNING (ADL) PRODUCTS AND SYSTEMS (PART 5 OF 5 PARTS)《五部分第5部分先进的分散式学习(日常生活能力)的产品和系统》.pdf

《NAVY MIL-HDBK-29612-5-2001 ADVANCED DISTRIBUTED LEARNING (ADL) PRODUCTS AND SYSTEMS (PART 5 OF 5 PARTS)《五部分第5部分先进的分散式学习(日常生活能力)的产品和系统》.pdf》由会员分享，可在线阅读，更多相关《NAVY MIL-HDBK-29612-5-2001 ADVANCED DISTRIBUTED LEARNING (ADL) PRODUCTS AND SYSTEMS (PART 5 OF 5 PARTS)《五部分第5部分先进的分散式学习(日常生活能力)的产品和系统》.pdf（111页珍藏版）》请在麦多课文档分享上搜索。

1、 MIL-HDBK-29612-5 31 August 2001 DEPARTMENT OF DEFENSE HANDBOOK ADVANCED DISTRIBUTED LEARNING (ADL) PRODUCTS AND SYSTEMS (PART 5 OF 5 PARTS) This Handbook is for guidance only. Do not cite this document as a requirement. AMSC N/A AREA SESSDISTRIBUTION STATEMENT A. Approved for public release; distri

2、bution is unlimited.Error! Objects cannot be created from editing field codes NOT MEASUREMENT SENSITIVE Provided by IHSNot for ResaleNo reproduction or networking permitted without license from IHS-,-,-MIL-HDBK-29612-5 i FOREWORD 1. This handbook is approved for use by all Departments and Agencies o

3、f the Department of Defense (DoD). 2. This handbook is intended for guidance only. This handbook cannot be cited as a requirement. If it is, the contractor does not have to comply. 3. MIL-HDBK-29612-5 is Part 5 of 5 Parts. Part 5 provides background information that may be used by DoD (all Services)

4、 and Industry for the acquisition and development of Advanced Distributed Learning (ADL) products and systems. These products support the ADL Initiative. Use of this guidance is not mandatory. 4. Considerations/issues regarding ADL have been threaded throughout the MIL-HDBK-29612-1, -2, and-3. Part

5、1, MIL-HDBK-29612-1, DoD Handbook, Guidance for Acquisition of Training Data Products and Services, contains guidance to be used by all Services for the preparation of solicitations and evaluation of solicitation responses for training. Part 2, MIL-HDBK-29612-2, DoD Handbook, Instructional Systems D

6、evelopment/Systems Approach to Training and Education, provides guidance that may be used by all Services for the analysis, design, development, implementation, and evaluation of instruction and instructional materials. Part 3, MIL-HDBK-29612-3, DoD Handbook, Development of Interactive Multimedia In

7、struction (IMI), contains guidance on the application of multimedia instructional courseware development process. Part 4, MIL-HDBK-29612-4, DoD Handbook, Glossary for Training, contains a listing of commonly used training terms, acronyms, and definitions. 5. This handbook was developed within the Do

8、D with the assistance of all Services as represented by the Defense Training Standards Working Group (DTSWG) and the Joint Services Advisory Group - Interactive Multimedia Instruction (JSAG-IMI). 6. Guidance provided in this handbook is not intended to supplement or duplicate policies and procedures

9、 in existing Federal, DoD, and Military Service regulations. Should a conflict arise between this handbook and any of the previously mentioned regulations, the regulations take precedence. 7. Beneficial comments (recommendations, additions, deletions) and any pertinent data which may be of use in im

10、proving this document should be addressed to: Commander, Naval Air Warfare Center Aircraft Division, Code 414100B120-3, Highway 547, Lakehurst, NJ 08733-5100, by using the Standardization Document Improvement Proposal (DD Form 1426) appearing at the end of this document or by letter. Provided by IHS

11、Not for ResaleNo reproduction or networking permitted without license from IHS-,-,-MIL-HDBK-29612-5 ii CONTENTS FOREWORD .i 1 SCOPE . 1 1.1 Scope 1 1.2 Application guidance . 1 1.2.1 How to use this handbook 1 1.2.2 Topics addressed in this handbook 1 2 APPLICABLE DOCUMENTS 2 2.1 General . 2 2.2 Gov

12、ernment documents . 2 2.2.1 Specifications, standards, and handbooks 2 2.2.2 Other Government documents, drawings, and publications 2 2.3 Order of precedence . 3 3 DEFINITIONS. 3 3.1 General . 3 4 ADL OVERVIEW . 7 4.1 Introduction 7 4.1.1 A cultural change . 7 4.1.2 Realizing the ADL Initiative 7 4.

13、1.3 What is ADL? 8 4.1.4 The DL and ADL relationship . 8 4.2 Overlying architectures and standards . 8 4.2.1 DoD Joint Technical Architecture (JTA). 8 4.2.2 High Level Architecture (HLA). 9 4.2.3 Standards that support the ADL Initiative and overlying architecture 9 4.2.3.1 Internet-based standards

14、10 4.2.3.2 Standards approved by standards granting bodies 10 4.2.3.3 Audio/video standards and protocols. 10 4.3 Transitioning from traditional learning to an ADL environment 10 4.3.1 Training portals 10 4.3.1.1 Learning Management System. 12 4.3.1.2 Course Management System 12 4.3.1.3 Courseware d

15、evelopment/authoring tools 13 4.3.1.4 Communications tools (both synchronous and asynchronous) 13 4.3.1.5 Reference resources . 13 4.3.1.6 Desired features of a training portal. 13 4.4 Applying learning technologies. 15 Provided by IHSNot for ResaleNo reproduction or networking permitted without lic

16、ense from IHS-,-,-MIL-HDBK-29612-5 iii 4.4.1 Synchronous learning 15 4.4.1.1 Streaming technologies . 16 4.4.1.2 Video Teletraining (VTT) . 16 4.4.1.3 Desktop conferencing 16 4.4.2 Asynchronous learning 16 4.4.2.1 Pre-recorded media . 17 4.4.2.2 Streaming audio/video 17 4.4.2.3 Recorded classroom se

17、ssions 17 4.4.2.4 Content downloads 17 4.4.3 Use of mobile code . 17 4.4.3.1 Protecting from mobile code 17 4.4.4 Multimedia 17 4.4.4.1 Audio 18 4.4.4.2 Video 18 4.4.4.3 Text. 18 4.4.4.4 Graphics 18 4.4.4.5 Streaming 18 4.4.4.6 Data sharing 19 4.5 Content creation 19 4.5.1 SCORM 19 4.5.1.1 Objects19

18、 4.5.1.2 Repositories 19 4.6 Infrastructure considerations . 19 5 ISD/SAT PROCESS AND ADL TEAM FUNCTIONS 20 5.1 Guidelines for selecting, designing, and developing products that support the ADL Initiative 20 5.2 ADL team. 20 5.2.1 Managers 20 5.2.1.1 Manager involvement. 21 5.2.1.2 Planning . 22 5.2

19、.1.3 Infrastructure for an ADL environment . 24 5.2.2 Instructional Developers 24 5.2.2.1 Planning for instructional development . 26 5.2.2.2 Training portal review and selection 27 5.2.2.2.1 LMS considerations . 28 5.2.2.2.1.1 Advantages of LMSs 28 5.2.2.2.1.2 SCORM conformant LMS . 28 5.2.2.2.2 CM

20、S considerations . 29 5.2.2.2.3 Courseware development/authoring tool considerations . 29 5.2.2.2.4 Communication tools considerations . 29 5.2.2.2.5 Reference resources considerations . 30 Provided by IHSNot for ResaleNo reproduction or networking permitted without license from IHS-,-,-MIL-HDBK-296

21、12-5 iv 5.2.2.3 Technology advances. 30 5.2.2.4 Reuse of content (i.e., reuse of objects) . 31 5.2.2.4.1 SCO content . 31 5.2.2.4.1.1 Sharable Content Objects. 31 5.2.2.4.1.2 Level of granularity 32 5.2.2.5 Redesigning legacy instructional material . 32 5.2.2.6 Warehousing of SCORM conformant instru

22、ctional material 32 5.2.2.6.1 Repositories and repository selection 33 5.2.2.7 Mix and match interoperability 33 5.2.2.7.1 Course reusability. 33 5.2.2.8 Data transportability. 34 5.2.2.8.1 Data collection . 34 5.2.2.8.2 Data formats. 35 5.2.2.8.3 Use of non-standard data elements 35 5.2.2.9 ADL pro

23、gram design 35 5.2.2.9.1 WBT selection 35 5.2.2.9.2 User interface . 37 5.2.2.9.3 WBT delivery formats 37 5.2.2.9.3.1 Browsers. 38 5.2.2.9.3.2 Plug-ins 38 5.2.2.9.3.3 Streaming . 38 5.2.2.9.3.4 Server resident WBT 38 5.2.2.10 Student considerations . 38 5.2.2.10.1 Advice for the student 39 5.2.3 IT

24、Specialist . 40 5.2.3.1 IT department involvement 42 5.2.3.2 Security 43 5.2.3.2.1 Firewalls. 43 5.2.3.2.2 Passwords. 43 5.2.3.2.3 Encryption 43 5.2.3.2.3.1 Asymmetric and symmetric encryption . 44 5.2.3.2.3.2 Public Key Infrastructure (PKI). 44 5.2.3.2.3.3 SIPRnet 44 5.2.3.2.3.4 Unclassified but Se

25、nsitive Internet Protocol Router Network (NIPRnet) . 44 5.2.3.2.3.5 Application and circuit-level gateways 44 5.2.3.2.4 Proxy server . 44 5.2.3.2.5 Viruses . 44 5.2.3.2.6 Mobile codes 45 5.2.3.2.6.1 Malicious code . 45 5.2.3.3 Networks 45 5.2.3.3.1 Network communications 45 5.2.3.3.2 Telecommunicati

26、ons standards . 46 Provided by IHSNot for ResaleNo reproduction or networking permitted without license from IHS-,-,-MIL-HDBK-29612-5 v 5.2.3.3.2.1 Modem 46 5.2.3.3.2.2 Cable modems/satellite/ADSL 46 5.2.3.3.2.2.1 Cable modems 46 5.2.3.3.2.2.2 Personal digital satellite receivers 46 5.2.3.3.2.2.3 AD

27、SL . 47 5.2.3.3.2.3 ISDN. 47 5.2.3.3.2.4 T-1/fractional T-1 line. 47 5.2.3.3.2.4.1 E1 line. 47 5.2.3.4 Bandwidth needs 47 5.2.3.4.1 Bandwidth requirements 47 5.2.3.4.1.1 Low bandwidth 48 5.2.3.4.1.2 Low to medium bandwidth 48 5.2.3.4.2 Internet . 48 5.2.3.4.2.1 World Wide Web . 48 5.2.3.4.2.2 Router

28、s . 48 5.2.3.4.3 Intranet . 49 5.2.3.4.3.1 Intranet and Electronic Performance Support Systems (EPSS). 49 5.2.3.4.4 Extranets. 49 5.2.3.4.4.1 ADL uses of extranets 49 5.2.3.4.5 LANs 49 5.2.3.4.5.1 LAN requirements for ADL. 49 5.2.3.4.6 WANs. 50 5.2.3.4.6.1 WAN requirements for ADL . 50 5.2.3.4.7 Ser

29、vers 50 5.2.3.4.7.1 Client/server . 50 5.2.3.4.7.1.1 Client/server architecture . 50 5.2.3.4.8 Integrated networked systems 51 5.2.3.4.9 Other delivery technologies . 51 5.2.3.4.9.1 Industry compression technologies 51 5.2.3.4.9.2 Satellite, ADSL, and cable modems 51 5.2.3.4.9.3 Advanced audio techn

30、ologies 51 5.2.3.4.9.4 Asynchronous Transfer Mode 52 5.2.4 Evaluators. 52 5.2.5 Subject Matter Experts. 53 5.2.6 Instructors. 53 5.2.6.1 Instructors and technology . 54 5.2.6.1.1 Advice to the instructor 54 5.2.6.2 Instructional strategies for the virtual classroom . 56 5.2.6.2.1 Student-to-student

31、and student-to-instructor interface. 57 5.2.6.2.2 Techniques for instructors 57 5.2.6.2.3 Orientation58 5.2.6.2.3.1 Strategies for handling students who dominate electronic communications . 60 Provided by IHSNot for ResaleNo reproduction or networking permitted without license from IHS-,-,-MIL-HDBK-

32、29612-5 vi 5.2.6.2.3.2 The following may help when establishing ground rules 61 5.2.6.2.4 Simulated practical exercises . 61 5.2.6.3 Electronic testing 61 5.2.6.4 Teletraining as ADL. 62 6 NOTES. 62 6.1 Intended use . 62 6.2 Subject term (key word) listing 62 APPENDIX A 64 APPENDIX B 77 APPENDIX C 8

33、6 CONCLUDING MATERIAL. 102 LIST OF FIGURES FIGURE 1 Training portal. 11 LIST OF TABLES TABLE 1 Checklist for desired features and functions of a training portal 14 TABLE 2 Manager functions. 22 TABLE 3 Instructional Developer functions. 25 TABLE 4 WBT selection factors. 36 TABLE 5 Self-assessment jo

34、b aid for students in an ADL environment 39 TABLE 6 IT Specialist functions. 41 TABLE 7 Evaluator functions . 52 TABLE 8 SME functions. 53 TABLE 9 Instructor functions . 54 TABLE 10 Self-assessment job aid for the instructor . 55 TABLE 11 Orientation checklist . 59 TABLE 12 IEEE standards/specificat

35、ions that apply to ADL. 65 TABLE 13 AICC standards/specifications that apply to ADL 68 TABLE 14 IMS standards/specifications that apply to ADL 68 TABLE 15 ISO standards/specifications that apply to ADL. 69 TABLE 16 ATSC standards/specifications that apply to ADL . 69 TABLE 17 MPEG standards/specific

36、ations that apply to ADL 70 TABLE 18 SCORM standards/specifications that apply to ADL . 71 TABLE 19 ITU protocols that apply to ADL 72 TABLE 20 IETF protocols that apply to ADL 73 TABLE 21 W3C Technology standards/specifications that apply to ADL. 74 TABLE 22 De facto standards that apply to ADL 75

37、Provided by IHSNot for ResaleNo reproduction or networking permitted without license from IHS-,-,-MIL-HDBK-29612-5 vii TABLE 23 Recommended hardware components. 78 TABLE 24 Portable storage media capacity 82 TABLE 25 Recommended laptop configuration . 84 TABLE 26 Sample LMS evaluation checklist. 87

38、TABLE 27 Sample CMS evaluation checklist 91 TABLE 28 Sample courseware development/authoring tool evaluation checklist . 94 TABLE 29 Sample communications tools evaluation checklist 98 TABLE 30 Sample reference resources evaluation checklist 100 Provided by IHSNot for ResaleNo reproduction or networ

39、king permitted without license from IHS-,-,-MIL-HDBK-29612-5 1 1. SCOPE. 1.1 Scope. The Advanced Distributed Learning (ADL) Initiative is a structured, adaptive, collaborative effort between the public and private sectors to develop the standards, tools, learning objects, and delivery mechanisms for

40、 the future-learning environment. The ADL Initiative supports the development of a system capable of delivering instruction to users anytime, anywhere. The Department of Defense (DoD) has outlined a strategy for implementing a DoD-wide Distributed Learning (DL) system. Its goal is to transition from

41、 the current “in-residence“ focused education and training environment to a global DL system designed to deliver training, education, and information “on-demand“ as a continuum to support DoD operational readiness. This handbook provides information for the acquisition and development of DL products

42、 that operate within an environment that satisfies the standards and goals of the ADL Initiative. Electronic communication products that support the ADL Initiative include Interactive Multimedia Instruction (IMI) and products developed to use and deliver instructional content, having the characteris

43、tics of being accessible from any location, remote or local, utilizing a DL environment. The selection and acquisition of products for use in a DL environment merge well within the Instructional Systems Development/Systems Approach to Training (ISD/SAT) model, see MIL-HDBK-29612-2. The ISD/SAT proce

44、ss phases include: analysis, design, development, implementation, and evaluation. DL products are now another training media consideration for the acquisition manager of instructional systems. This handbook supplements general acquisition guidance provided in MIL-HDBK-29612-1 and interfaces with MIL

45、-HDBK-29612-2, -3 and -4. 1.2 Application guidance. This handbook is intended for guidance only. This handbook cannot be cited as a requirement. If it is, the contractor does not have to comply. 1.2.1 How to use this handbook. The guidance provided in this handbook applies to the acquisition of trai

46、ning products for the delivery of instruction using advanced communications technologies (e.g., software, computers, simulations, networks, etc.). This handbook is to be used in conjunction with MIL-PRF-29612, MIL-HDBK-29612-1, -2, -3, and -4 to aid in the acquisition of ADL products. MIL-PRF-29612

47、provides verification criteria for products to be used in an ADL environment. MIL-HDBK-29612-1 contains guidance for the preparation of solicitations and evaluation of solicitation responses for training. MIL-HDBK-29612-2 provides guidance for the selection of instructional media. MIL-HDBK-29612-3 p

48、rovides background information for the planning, design, development, implementation, evaluation, and management of IMI products. MIL-HDBK-29612-4 contains a listing of commonly used training terms, acronyms, and definitions. 1.2.2 Topics addressed in this handbook. This handbook is organized in a m

49、anner that provides the reader with an overview of the products to be acquired to support an ADL system from the broadest scope of a training portal to the smallest product (i.e., existing courseware) and everything in between (e.g., Learning Management Systems (LMS), Course Management Systems (CMS), courseware development/authoring tools, infrastructure requirements, Provided by IHSNot for ResaleNo reproduction or networking